ewil project presentation
DESCRIPTION
Consularc: presentation of the project at Gaziantep / TurkeyTRANSCRIPT
EWIL
EUROPEAN WOMEN INTERACTIVE LEARNING
Presentation of the project
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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The funding programme
The EWIL project is a Grundtvig Learning Partnership
What is Grundtvig?
What is a learning Partership?
Grundtvig is the EU funding programme focusing on adult education: it does not only include formal teaching institutions, but also cultural organisations, local authorities,companies etc.
A Grundtvig Learning Partnership is a framework for practical co-operation activities between organisations working in the field of adult learning. In a Grundtvig Learning Partnership trainers and learners work together on topics of common interest.
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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Background and rationale
The issues at stake: women and ICT
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ASSUMPTIONS FIGURES
Women are under-represented in the ICT sector at all levels
In 2008, 25% of the total number of people employed, worked in the High-tech Knowledge Intensive Services (KIS) but only 2.4% were women (Women and ICT status report 2009)
Women 25 – 75 years old use less the internet compared to men
In the age bracket 25 – 54 EU27 women using internet at least once a week are 55%, compared to 61% men.In the age bracket 55 –75 EU27 women using internet at least once a week are 19%, compared to 31% men. (“Women in ICTStatus and the way ahead” – European Commission 2008)
Women use ICT tools for cultural related activities
Women are more interested in experiencing ICT to support their cultural interest. E.g. Women spend more time in reading (17% against 10% of men), watching movies (21% against 12%), going to the theatre (14% against 8%), and going to exhibits (27% against 20%). These trends are strongly mirrored in the Web 2.0. (LLRI in the “Instruction Bookon the use of ICT tools of the EWIL project”)
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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Background and rationale
The issues at stake: women and the labour market
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ASSUMPTIONS FIGURES
At EU level women face a disadvantage in finding a job suiting their skills
More women than men go beyond compulsory school and more attain university degrees.
However, the employment rates of women with tertiary education are still lower than those of men (Eurostat, EU Labour Force Survey, quoted in “Women and ICT status report “2009)
It is difficult for women to balance work/career and family life, maintaining their status
In the EU27 in 2010, around 75% of the total number of part time workers (41.3 million) were women (Eurostat Nov. 2011).
Often part time workers choose part time as “the only option” to ensure work–life balance: childcare, elderly care (European foundation for the improvement of living and working conditions 2010)
Nowadays the gender divide is still a problem
In the EU top enterprises, the number of women on executive boards has shown little progress since 2004 (8% -> 8.5%), excepting in Scandinavia (ECWT position paper 2011)
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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Background and rationale
The issues at stake: ICT, work and society
.
ASSUMPTIONS FIGURES
Computer literacy needs to be increased, since ICT tools are more and more exploited in different fields
E.g. More daily tasks are carried out online, from applying for a job to paying taxes or booking tickets: using the internet has become an integral part of daily life for many Europeans, yet, 150 million - 30% - have never used it (European Commission - A Digital Agenda for Europe, under the “Europe 2020 strategy”)
The ICT sector will increasingly become a driver of economic growth and job creation
Job creation can be stimulated through digital technology with 2.6 new jobs created for each low skilled job IT makesobsolete(e-skills and Jobs: the Copenhagen Declaration)e-Skills shortages will result in an excess demand of 384.000 ICT practitioners in 2015 (e-Skills shortages will result in an excess demand of 384.000 ICT practitioners in 2015)
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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EWIL project aims -1
The project general aim:
From these assumptions, the EWIL partnership has identified the need of finding more effective forms of non – formal education directed to women, in order to:
stimulate women’s motivation to learn and raise the quality of education opportunities directed to women in non-formal contexts
with a view to fight women marginalization in society (self – development) and to open up opportunities in the job market (employability) in emerging sectors.
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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EWIL project aims -2
The project general aim: more in details
In other words, the EWIL project aims at:
Allowing women to acquire ICT knowledge
Maximize thier ICT knowledge by making them able to exploit it in their own life and at work
Training process
Promote women participation in adult learning: use of contents related to the cultural, social and creative area
Motivation to learning
Exploitation of knowledge
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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EWIL partners -1
A well balanced blend of expertise
TRAINING: partners having expertise in training, training methodologies and research, Lifelong
learning
ICT: partners having strong focus on ICT
WOMEN: partners focusing on gender issues
CULTURE: partners providing cultural contents
Almost all partners have experience in more than one of those issues
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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EWIL partners - 2
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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EWIL partners - 3
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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EWIL target group
Working in EDUCATION and SOCIAL sectors
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
WOMEN
Who are MORE THAN 35 years old
Being PRECARIOUS/PART TIME workers or UNEMPLOYED
Note! less women than men use ICT tools and the difference increases with age
Note! The % of women in these sector is traditionally higer that the % of men (see e.g. EC communication Towards a job-rich recovery – 2012)
Note! they are groups having motivation to improve their situation and, mostly, time to do so
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EWIL APPROACH - PHASE 1
PHASE 1: LEARNERS' NEEDS DEFINITION
- Joint refinement of the target group features
- Exploration of supporting ICT tools
- EWIL survey design and implementation to identifiy learners’ needs
- Collection and analysis of the questionnaire main findings
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Main Outputs: Report of the second project meeting
Presentations, visits “on the field”
Online survey
Report on the survey results
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EWIL APPROACH - PHASE 2
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Main outputs: Methodological guidelines on the ICT - based tools and methods
Report “EWIL – European Women Interactive Learning Cultural Content”
Training Approach Description
PHASE 2: DESIGN OF THE TRAINING APPROACH AND OF THE PRACTICAL LEARNING EXPERIENCE
- Based on the survey results, identification of the preferred methods, ICT tools and contents to be proposed for the practical learning experience
- Systematization of these elements and highlighting of their connections into a structured training approach
- Within this framework, proposal and description of the “practical learning experience” to be tested
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EWIL APPROACH - PHASE 3
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Main outputs: Learning experience workshop
Learning experience questionnaire
PHASE 3: IMPLEMENTATION OF THE PRACTICAL LEARNING EXPERIENCE
- Organization of a workshop to test the practical learning experience on a small group of learners
- Submission of a questionnaire to the testers, to collect their feedback on the results of the experience
- Further joint assessment and discussion with the testers
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EWIL APPROACH - PHASE 4
With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Main outputs: Newsletters
Project website
PHASE 4: DISSEMINATION ACTIVITIES
- Creation and content management of the EWIL project website: www.ewil.eu
- Preparation of the project newsletters
- Organisation of dissemination events
- Further dissemination of information on the project background within the partners networks (through meetings, mailing etc.)
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With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
THANK YOU FOR YOUR ATTENTION
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